Abstract
The research presented is descriptive in nature, the objective of which was to Analyze the Attitude of University Teachers towards online learning, working with academic winners of the Competition, participants of the ICT-PRODINPA Module of the IX Cohort of the UNEFM. The selected sample was made up of a corpus of thirty-two (32) subjects. Attitude and online learning were analyzed, for which theoretical support was based on the approaches of Eagly and Chayken (2019) for attitude and Martínez (2014) for online learning. Data collection was carried out through an instrument that measures the Likert-type attitude scale, made up of 18 items and was then totaled in a registration matrix, designed by the author; where the cognitive, affective and behavioral dimensions are broken down. Once the corpus was analyzed, it was concluded that there is acceptance, affection and favorable behavior towards Online Learning; However, there was evidence of a significant number of teachers who expressed not knowing the tool and difficulties in accessing technological means and for that reason at some point of participation they expressed rejection and an unfavorable attitude.